This occurs as a result of an accumulation of negative events occurring over time persuading many that they are the root cause of these events. Soon helplessness causes some people to react to negative events thinking, “I’ll never be any good at this,” “People just don’t like me,” or “I can’t do this.” In progression, based on a preconditioning of negativity, futility sets in and a learned pattern of helplessness takes over. Individuals learn to become helpless.

What does this have to do with learning from a training and development perspective? In one aspect, an organization is only effective as its people. When helplessness propagates through an organization, negative attitudes towards the organization and jobs can develop and spread. In a group and organizational structure, the concept of LH has attributions to organizational culture. The cumulative effect of individual LH within work groups and organizations can compound the culture of the organization and job attitudes. Individuals will import helplessness within the microcosms of an organization such as a classroom then export them into the macro sphere of the organizational structure. Moreover, in a myriad of group and organizational structures, individuals rely on LH as a means to cope with situations deemed beyond their control. Adding to the complexity of individual helplessness, work groups within organizations can have their own helplessness quirks and idiosyncrasies. The feelings of futility and insignificance first exhibited by individuals, is quickly exported to others in their immediate work-group as an expectation that “comes with the job.” As the members of work-groups move into other areas of the organization, their futility moves with them and proliferates into other work-groups. 

I have seen LH imported into the classroom through individuals with preconceived notions about the effectiveness and value propositions of a particular training course. If they enter the classroom with a degree of helplessness, their attitudes and behaviors in the classroom can be exported spreading to other members of the class who may feel vulnerable or intimidated by the course.  Suddenly the dictum of “misery loves company,” spreads and if left unchecked can adversely alter the outcomes of the class and subsequently job attitudes.

In the broader context of a group or class, there will be one, two, or more individuals who have an influence over others. Collectively, as the individuals grow in numbers and sphere of influence, collectively, the group members may lose their sense of individuality. As a result a process of deindividuation occurs. Through deindividuation, individuals become less accountable for their own actions and outcomes. They are also distracted from their personal attitudes and values. Helpless attitudes are fostered by segregated individuals and become an attitude of prominence when the individual is emotionally immersed into a group such as a class or organizational setting. Letting one’s “guard down,” allows the infiltration of LH behaviors as acceptable. More adversely, prolonged exposure to an organizational culture of LH increases the risk of anxiety and depression spreading through the population of the organization. Not exactly a rosy outcome of how a little LH in the classroom can spread like a cancer throughout the organization is it! So is there a way to deal with LH before it gets to this point? Absolutely, but it may be a bit dicey.

First and foremost it is important to identify who the “LHers” are and to have an action plan in place to keep the attitudes of LH from spreading. This may be as simple as segregating the LHers from the non-LHers to keep negative attitudes and preconceived notions in check. As a last resort, it may also be necessary to cull them from the group. The latter may not be the most optimal solution but thinking back to the less than rosy outcomes of a prolonged exposure by LHers increasing the risk of anxiety and depression spreading through the organization, it may come down to what’s ultimately best for the organization.

There is some good news, however, LH is not a disorder attributable to a particular form of psychosis, but simply it is a learned trait, meaning that what is learned can also be unlearned. The key to dealing with LH whether in a classroom or a workgroup, is the same as with many other human conditions, early detection and having an action plan. If it is left to fester, LH can transcend from a classroom rapidly through the organization, as social and casual contacts there, are more susceptible to outside influences whether positive or negative. As difficult as it may be, the bottom line is doing what’s best for the whole of the body or organization.